Childminder in HertfordshireOfsted report card, 1 Oct 2026

Childminder

Unique reference number (URN): 2832801 Registered with Ofsted: 11/03/2025 Registers: EYR, CCR, VCR

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Strong standard

Children make rapid progress from their starting points through the curriculum, particularly in their communication and language, social and physical skills. They speak clearly with confidence and can take turns in conversations, listening and answering and asking questions. Children show secure mathematical understanding in counting to 5 and understand concepts such as 'full' and 'empty'. They use mathematical language to demonstrate this. Children recall previous learning and adapt it to new situations. For example, they talk about the ducks floating and then wonder what might sink and investigate.

p.2

Achievement Strong standard

Children have excellent independence skills for their age, helping to prepare them for the next stage in their education very effectively. For example, they peel their own bananas, pour water and drink from open cups. Children help to tidy up and listen to instructions carefully. They show great focus and concentration when playing because the activities are engaging and stimulating. Children develop resilience to keep trying and take immense pride in their achievements.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has a nurturing, kind and respectful manner with children. She fully supports them to understand how to get along with each other and to follow the safety rules in the setting. Children respond to the childminder extremely positively and listen carefully to her age-appropriate explanations. The childminder builds positive and warm relationships with children, which help them to develop respect for her and for each other. With gentle guidance, children learn to share their resources and to play well collaboratively. For example, children take turns with the large jug and pass each other pens when drawing. Children engage extremely well in their learning and say how much they are enjoying themselves as they play. They sing happily to themselves as they focus on and engage in the activities.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder consistently uses routines to support and teach children new skills. They learn to be independent and show excellent skills for their age. The childminder patiently gives children the time they need to practise their new skills, providing verbal support when needed. Children persevere in their activities. For example, children persist in lifting their bicycles onto the patio even though it poses a challenge to them. They are encouraged and supported by the childminder. The childminder has high attendance because she offers a nurturing environment with stimulating activities. She understands the importance of supporting parents and carers to ensure their children attend regularly and has had a flexible approach when needed. Parents are aware of the childminder's safeguarding responsibilities.

p.2

Children's welfare and wellbeing Strong standard

The childminder has a deep understanding of how young children learn and the importance of positive relationships and familiar routines. She knows the children in her care and their family circumstances extremely well. The childminder is highly responsive to changes in their wellbeing. She fully recognises and values the uniqueness of each child, which helps to support their emotional wellbeing. The childminder also builds secure relationships with parents and carers and offers support to families where necessary. Parents speak glowingly of the childminder's care. They say she is dedicated and caring about their children's development.

p.2

Children's welfare and wellbeing Strong standard

The childminder is passionate about ensuring that children receive healthy and nutritious meals. She provides all meals and snacks, which are healthy and wholesome. The childminder makes all the meals from fresh ingredients. She works closely with parents when children are weaning and ensures that food is cut up appropriately. The childminder is highly alert to the possibility of choking. Children learn about hygiene practices and are becoming increasingly independent when washing their hands.

p.3

Children's welfare and wellbeing Strong standard

Children understand how to keep themselves safe. They learn to recognise the edge of the patio when playing on the bicycles. They recognise that tidying up toys helps to stop them tripping or hurting their feet. Children are extremely well behaved on trips and understand that they need to hold onto the buggy when out and about. They develop strength, stamina and resilience on their walks. The childminder ensures that children sleep safely and stays with them throughout.

p.3

Curriculum and teaching Strong standard

The childminder carefully tailors her curriculum around children's learning needs and changing interests. She closely monitors their development, carrying out regular assessments. The childminder notes children's achievements and promptly outlines next steps in their learning. She then plans activities which will support children to achieve these. The childminder works closely with parents and carers to provide a highly targeted and consistent approach to support each child. She recognises that children need self-esteem and confidence to make best use of the activities available. Therefore, the childminder gives children's personal, social and emotional development extremely high priority. As a result, children play very well together and learn to share resources and toys.

p.3

Curriculum and teaching Strong standard

The childminder is a highly skilled and effective teacher. She consistently supports children to achieve their next steps in learning, particularly when developing their communication and language skills. Children develop mathematical language and count well. For example, children count the number of ducks in the pipe accurately. The childminder notices ways in which she can adapt activities as children are playing to develop their learning further. For example, she shows children how to lift their balance bicycles on and off the patio as they try to ride them back on. The childminder promotes a love of early reading. Children benefit from a small library to take books home to share with their parents.

p.3

Curriculum and teaching Strong standard

Children develop an understanding of the wider world as the childminder organises regular days out. They visit local farms and parks and use these excursions to further develop their large-muscle skills as they run and climb. Children enjoy follow-up activities at the setting, such as sticking ducks onto their pictures on paper plates, which help to develop their hand strength and hand-eye coordination.

p.3

Inclusion Strong standard

The childminder knows individual children extremely well and uses this knowledge to fully support their learning. She liaises very closely with parents and carers during the settling-in period and gathers useful information about their children's abilities. She uses guidance and experience to identify any gaps in children's learning or where there may be barriers to learning or wellbeing. This means that children's individual needs are met right from the start of their time with the childminder.

p.4

Inclusion Strong standard

The childminder is highly adept at ensuring that all children, including those with special educational needs and/or disabilities (SEND) or other barriers to learning or wellbeing, can fully access the curriculum on offer. She makes suitable adaptations, such as using visual timetables or learning words from other languages so that children can comfortably engage with the activities. The childminder adapts her timetable so that children with SEND or other barriers to learning or wellbeing can learn alongside their peers and feel a sense of belonging in the setting. The childminder regularly monitors children's progress and reflects on the impact of her adaptations in discussions with parents. She ensures that parents are aware of her adaptations and can continue their children's learning at home. The childminder shows a firm commitment to professional development. She explains she will attend specific training courses to best support any children in her setting.

p.4

Leadership and governance Strong standard

The childminder is incredibly driven to ensure her provision is the best it can be. She is extremely energetic and highly organised. The childminder continually reflects on what can be improved in her practice. She has made some changes, which include now providing all meals for children. The childminder is extremely experienced and fully understands the value of continuing to gain further knowledge to improve her setting for all children. She is curious and loves to develop her own skills in supporting children to flourish and grow. The childminder has links with the local childminder network and has supported newer childminders in establishing their own provisions. She is an excellent role model for other childminders. The childminder has realistic ambitions while maintaining her nurturing and caring approach with children.

p.4

Leadership and governance Strong standard

When needed, the childminder forms relationships with other settings to support the transition of children and continuity of their education and care. She has built up extremely supportive relationships with parents and carers, who appreciate the photos and updates they receive on an online app. The childminder ensures that they know what they can do to support their children's learning at home.

p.4

Leadership and governance Strong standard

The childminder recognises that it is important to rest and to look after her own wellbeing. She makes sure that she takes opportunities to do so on days when she is not caring for children.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

What it's like to be a child at this setting

Children flourish and thrive in the incredibly warm and nurturing environment provided by the knowledgeable childminder. They build positive and trusting relationships with her and each other. Children very much enjoy being with the childminder and enjoy their learning in her setting. They confidently engage with the lovely activities she provides, which are chosen around their interests. Children show sustained focus and attention as they play and learn. They enjoy sharing their family photos in books created for them by the childminder.

p.5

Inspector:

They talk about their parents and carers and share the books with each other. This helps to create a secure sense of belonging and trust with the childminder and her provision.

p.6

Inspector:

Children enjoy spending time outdoors. They are incredibly well motivated to explore and to find out about things which interest them. For example, children call adults over to examine a small insect. Children are curious about how things work. They pour water down half pipes and watch as it carries toy ducks into the tub at the bottom. Children make rapid progress from their starting points. They are very well prepared for their next stage of learning, as the childminder ensures that they have the necessary tools, confidence and independence to make that step.

p.6

Inspector:

Children behave extremely well because the childminder has high expectations and shares these with children. Children are confident because routines are well embedded and they are familiar with the pattern of the day. For example, children know that they tidy up before lunch and join the childminder in singing a tidy-up song. Children receive lots of praise and support from the childminder. This builds on their self-esteem and gives them pride in their own achievement and understanding.

p.6

Inspector:

All children receive a warm welcome and benefit from the childminder meeting their individual needs extremely well. As a result, children with special educational needs and/or disabilities or other barriers to their learning thrive in this environment.

p.6

Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of all children, including disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

p.6

About this inspection

The inspector spoke with the childminder, children and parents and carers during the inspection.

p.6

About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage. Clare Eyre

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8